[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-245074-105":53,"doc-detail-245074-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","swot-analysis-template-for-technology-planning-needs-assessment-what-is-the-current-reality-in-our-school","SWOT Analysis Template for Technology Planning Needs Assessment - What is the current reality in our school?","","SWOT analysis template designed to support technology planning and needs assessment in a school setting. It prompts stakeholders to examine current technology use through defined standards-based, student-centered learning criteria using ISTE guidance. The document structures responses into strengths, weaknesses, opportunities, and threats, then summarizes observed gaps, including device rollout impacts, engagement variability, training needs, and funding or leadership challenges. 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How frequently is it being used? By whom? For what purposes?\u003Cbr>• To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs, QCCs) and C3?\u003Cbr>• To what extent is student technology use aligned to research -­‐ based, best practices that are most likely to support student engagement, deep understanding of content, and transfer of knowledge? Is day-­‐to-­‐day instruction aligned to research-­‐based best practices? |  |  |  |\n| Strengths | Weaknesses | Opportunities | Threats |\n| • One to one laptop program in second year 6th – 11th Grade students have own Apple MacBook Pro device from lease program\u003Cbr>• IPad program in K3-­‐4 Language Emersion Program\u003Cbr>• BYOD in 12th Grade\u003Cbr>• Carts of MacBook Pro on each floor of elementary school K1 -­‐ 5\u003Cbr>• Evaluation ongoing concerning software purchases on a needs basis\u003Cbr>• ISTE Standards for Teachers integrated into Professional Development Goals\u003Cbr>• Collaborative planning | • Software not mandatedon all student laptops – some accessibility issues for students in terms of software (e.g. Microsoft Word / Pages etc.)\u003Cbr>• BYOD in 12th Grade – some students do not have their own devices and have to borrow teacher-­‐resourced devices.\u003Cbr>• High demand for shared carts of laptops\u003Cbr>• No standards mandatedin GPS Whole school conversion to Google Apps for Schools complete with all mail moved to Google Mail with single login for access to Drive, Sites and other applications | • Develop vertical skills in technology alignment for all teachers K-­‐12 using PYP, MYP and DP recommendations for use of technology in the curriculum\u003Cbr>• Use new skills clusters from MYP – Next Chapter 2014 to integrate technology authentically into teaching and learning for student engagement\u003Cbr>• New student training for use and engagement for technology use | • Time – many faculty not keen to participate on a volunteer basis\u003Cbr>• Board not focused or holistically bought into technology roll out – difficult to secure funding |\n\nSWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?  \n\n| encouraged across all grade levels | • Higher number of new students accepted than ever before into the school resulting in differentiation in engagement and ability of technology use\u003Cbr>• No mandated time on schedule to collaboratively plan – technology usually low on the agenda next to curriculum and assessment |  |  |\n| --- | --- | --- | --- |\n| Summary/Gap Analysis:\u003Cbr>Laptop rollout across the Middle and High school has been ongoing for just over 16 months but has brought new issues to teachers who are not used to having this kind of technology available in the classroom. Use of the devices mandated does not really reflect high student engagement and there is a wide disparity in faculty ability and engaged learning use. It is hoped that this will be addressed by ongoing training by the technology coaches in the school. |  |  |  |\n\n\n| ESSENTIAL CONDITION TWO: Shared Vision |\n| --- |\n| ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community. |\n| Guiding Questions:\u003Cbr>• Is there an official vision for technology use in Atlanta International School? Is it aligned to research-­‐ best practices? Is it aligned to state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vis","cbCaigELfmf2dFpt","https://ap.wps.com/l/cbCaigELfmf2dFpt","pdf",140688,"English","# SWOT Analysis Template for Technology Planning Needs Assessment\n## ESSENTIAL CONDITION ONE: EFFECTIVE INSTRUCTIONAL USES OF TECHNOLOGY EMBEDDED IN STANDARDS-BASED, STUDENT-CENTERED LEARNING\n## ESSENTIAL CONDITION TWO: Shared Vision","[{\"question\":\"What guidance does the template use to evaluate technology use in instruction?\",\"answer\":\"It uses ISTE guidance focused on information and communication technology (ICT) to facilitate engaging approaches to learning, along with guiding questions about frequency, purpose, alignment to student achievement standards, and research-based best practices.\"},{\"question\":\"How does the template organize findings for technology planning?\",\"answer\":\"It organizes responses into a SWOT structure: strengths, weaknesses, opportunities, and threats, followed by a summary/gap analysis section describing observed issues and needs.\"},{\"question\":\"What does the “Shared Vision” section require participants to assess?\",\"answer\":\"It asks whether an official shared technology vision exists, whether stakeholders are aware of it, how beliefs differ across groups, and what strategies enable broad-scale adoption aligned to research and best practices.\"}]","SWOT Analysis Template for Technology Planning Needs Assessment - What is the current reality in our school? | PDF",1789224924]